Eye-tracking techniques have the potential to reveal learning processes and problem solving strategies when dealing with science content. For instance, locations, durations, and numbers of gazes in predefined areas of interest together with transitions between areas indicate the degree of attention allocation to these areas. These measures combined with achievement tests, thinking aloud, or interviews can shed light on how or why learners gain or do not gain knowledge. This chapter aims to introduce issues in science education that can be explored with eyetracking techniques and methodological concerns that should be considered when conducting research and interpreting data. The first section of this chapter outlines the methodological issues and the second section presents a survey of empirical studies conducted in Taiwan. Specifically, since material with science content usually consists of multiple representations, attentional distribution in text and illustration is one of the research foci. Furthermore, how participants’ prior knowledge and additional cues in the material guide attention allocation is also investigated. Implications for future development are discussed in the last section.
|Title of host publication||Science Education Research and Practices in Taiwan|
|Subtitle of host publication||Challenges and Opportunities|
|Number of pages||29|
|Publication status||Published - 2016 Jan 1|
ASJC Scopus subject areas
- Social Sciences(all)